The Influence of Teaching/Learning Resources on Completion Rates of Doctoral Studies in Education in Selected Public Universities in Kenya

Abstract

The study investigated institutional factors that that influence completion rates of doctoral studies in Education in selected public universities in Kenya. Based on the study, this paper analyses the contribution of teaching and learning factors to completion rates of doctoral studies. Descriptive survey design was used in the study.

The participants comprised 115(62.09%) of a total of184 lecturers/heads of departments in the three universities studied, namely Moi University, Kenyatta University and the University of Nairobi. The number of doctoral students who participated was 388(67.29%) of 579 doctoral students registered between the years 2009 to 2013 in the three universities.  A questionnaire, document analysis guide and interview guide were used to collect data for the study. Quantitative data was coded and analysed using SPSS. Data from field notes was transcribed and organized to themes. Some data was coded and tallied based on their similarities and presented using descriptive statistics such as tables, percentages frequencies and graphs. The study found out that university libraries lacked adequate relevant T/L resources and ICT connectivity. The study concluded that teaching/learning related factors influenced doctoral completion rates and time-to-degree. Therefore, it was recommended that public universities ought to employ adequate number of qualified lecturers and improve teaching/learning resources.